An evaluation of the effectiveness of structured mentorship programs in Taraba State College of Nursing and Midwifery
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- NGN 5000
Background of the Study
Mentorship plays a crucial role in nursing education, particularly in developing both clinical skills and professional attitudes. Structured mentorship programs have been increasingly recognized as vital tools in facilitating the professional development of nursing students. At the Taraba State College of Nursing and Midwifery, mentorship is designed to guide students through their clinical practice, offering them personalized support and guidance to enhance their competencies and ensure readiness for the demands of the nursing profession. The mentor-mentee relationship has been shown to have significant benefits, including improved student confidence, skills, and clinical decision-making (Ibrahim et al., 2024).
Research suggests that structured mentorship programs contribute to increased student satisfaction, better clinical outcomes, and higher levels of professional engagement. This approach ensures that students receive the necessary support from experienced practitioners who can provide feedback, share knowledge, and foster a positive learning environment (Akinmoladun & Ali, 2023). The implementation of structured mentorship programs in nursing schools has shown promise in improving students' clinical competence, critical thinking, and job satisfaction post-graduation.
However, despite the documented benefits, challenges such as the availability of qualified mentors, inadequate mentorship training, and the lack of formal evaluation mechanisms persist. Taraba State College of Nursing and Midwifery's mentorship program may face similar obstacles, necessitating an evaluation of its effectiveness in supporting students' learning and clinical competence.
Statement of the Problem
Although structured mentorship programs are widely recognized for their potential benefits in nursing education, there is limited research on the effectiveness of such programs at the Taraba State College of Nursing and Midwifery. While mentorship is an integral part of nursing education, there is a lack of systematic evaluation to assess the outcomes of the mentorship program in terms of student learning, professional development, and readiness for clinical practice. Given the challenges faced in implementing and sustaining mentorship programs, including mentor-student matching and resource limitations, it is essential to assess the actual impact of the mentorship program on nursing students at Taraba State College.
Objectives of the Study
1. To evaluate the effectiveness of structured mentorship programs in improving nursing students' clinical competence at Taraba State College of Nursing and Midwifery.
2. To assess the influence of structured mentorship on the development of professional attitudes and behaviors among nursing students.
3. To identify challenges associated with the implementation and effectiveness of structured mentorship programs at the college.
Research Questions
1. How effective are structured mentorship programs in improving clinical competence among nursing students at Taraba State College of Nursing and Midwifery?
2. In what ways do structured mentorship programs influence the development of professional attitudes and behaviors in nursing students?
3. What challenges hinder the effectiveness of structured mentorship programs at Taraba State College of Nursing and Midwifery?
Research Hypotheses
1. Structured mentorship programs significantly improve nursing students' clinical competence at Taraba State College of Nursing and Midwifery.
2. Structured mentorship programs positively influence the development of professional attitudes and behaviors among nursing students.
3. There are significant challenges hindering the effectiveness of structured mentorship programs at Taraba State College of Nursing and Midwifery.
Scope and Limitations of the Study
This study will focus on nursing students at Taraba State College of Nursing and Midwifery, evaluating the effectiveness of structured mentorship programs in clinical and professional development. Limitations of the study include potential bias in self-reported data, challenges in measuring professional attitudes and behaviors, and the lack of standardization in the mentorship process.
Definitions of Terms
• Structured mentorship program: A formalized, organized process where experienced nurses (mentors) guide and support nursing students (mentees) in developing clinical and professional skills.
• Clinical competence: The ability to apply nursing knowledge and skills in a clinical setting to provide safe and effective care.
• Professional attitudes and behaviors: The values, ethics, and conduct demonstrated by nursing students in their professional practice.
• Mentorship: A professional relationship where a more experienced individual provides guidance, support, and advice to a less experienced individual to promote professional development.
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